Reo Māori Qualifications ReviewDraft Needs AnalysisNovember 2013

Table of Contents1. Background....................................................................................................................................2

2. Scope of Needs Analysis................................................................................................................2

3. Focus of Needs Analysis.................................................................................................................2

4. Methodology.................................................................................................................................3

5. Reo Māori me ona tikanga.............................................................................................................3

6. What is the Reo Māori industry?...................................................................................................3

7. The importance of the Māori language.........................................................................................5

8. Key Issues at Present.....................................................................................................................8

9. Employment Trends and Employer Needs.....................................................................................9

10. Skill profiles of key roles in the sector...........................................................................................9

11. What therefore is the target market for Māori language qualifications?....................................11

12 What are the current qualifications available and how do they serve that industry?.................13

13 What does that industry actually need in terms of qualifications?..............................................13

Appendix A: Stakeholder Hui Minutes – Whanganui-a-tara................................................................14

Appendix B: Stakeholder Hui Minutes – Rotorua................................................................................19

Appendix C: Stakeholder Hui Minutes - Ōtautahi................................................................................24

Appendix D: Stakeholder Hui Minutes – Tāmaki-makau-rau...............................................................29

1 | P a g e

1. Background1.1 A Targeted Review of Qualifications carried out by NZQA in 2008 found that the qualifications system

was difficult for learners, employers and industry to understand because: it was not relevant to some employers and industry, it was not user-friendly, and the status of qualifications was unclear, and contained a large number of similar qualifications which made distinguishing between qualifications and identifying education and career pathways difficult.

1.2 To address these findings, NZQA recommended the following changes:

Establish a unified New Zealand Qualifications Framework (NZQF). Require the use of existing quality assured qualifications to allow for more inclusion of local

components. Require mandatory periodic reviews of qualifications to determine whether they are still fit for

purpose. Strengthen and standardise qualification outcome statement requirements. Introduce mandatory pre-development assessment stage for qualification developers. Strengthen industry involvement in qualification. Provide clear information about whether a qualification is active, inactive or closed.

1.3 The primary aim of the review was to significantly reduce the number of qualifications on the New Zealand Qualifications Frame work (NZQF); and to ensure they are useful and relevant and the intention is to simplify the qualifications system; and reduce duplication and proliferation of qualifications. The review of the Reo Māori qualifications is being undertaken as part of the initial round of mandatory reviews of levels 1-6 qualifications which focus on ensuring that qualifications meet the overall needs of a particular sector and are aligned with the new rules for listing qualifications on the New Zealand Qualifications Framework (NZQF). The terms of reference for this review are attached as Appendix 1. The qualifications in scope for this review are listed in Appendix 21. NZQA and Te Whare Wananga o Awanuiarangi have agreed to co-lead the review. Accordingly this draft needs analysis is being carried out to inform that review.

2. Scope of Needs Analysis

2.1 The scope of this needs analysis includes 38 certificate and diploma qualifications at Levels 1-6, with both local and national qualifications considered2. NCEA and university qualifications are excluded. Although the scope for the review is restricted as outlined, when considering the profile of the ‘Reo Māori industry’, the effects and influence of NCEA and university qualifications is included in the commentary. This is further expanded in the section on the Reo Māori industry.

3. Focus of Needs Analysis

3.1 The needs analysis will have a particular focus on:

1 Te Reo Māori Cluster data analysis2 ibid

2 | P a g e

determining and describing appropriate ‘categories’ of Reo Māori qualifications (for current analysis and potential future landscape)

analysis of the current workforce - through data collection and analysis

future focus for employment and information/trends/demand that may support the need for future qualifications in Reo Māori or particular skills sets

identifying the future business direction and workforce needs in respect of the broader context and the importance of Reo Māori

bridging the gap – identifying workforce issues and finding possible solutions/ conclusions to address issues through the development of appropriate qualifications and training

understanding the learner – who are they, delivery mode preferences, what motivates career decisions, recognition and transfer of skills across employers/borders etc

evidence to support the need for the proposed qualifications identifying and interpreting specific needs of whānau, hapū, and iwi.

4. Methodology4.1.1 It is proposed that the methodology used to carry out this needs analysis be kept simple but

effective. It is noted that NZQA does have in place a Matauranga Māori Evaluative Quality Assurance (EER) framework - Te Hono o te Kahurangi3 that does lend itself to a form of kaupapa Māori analysis and approach. The 8 guiding principles of Te Hono o te Kahurangi4 will underpin some of the analysis contained herein. The aforementioned focus will guide the development of this analysis insofar as it relates to the Reo Māori industry profile, the current qualifications available, and the future needs of the industry. Underpinning this analysis are some fundamental questions;

What is the Reo Māori industry? What does that industry actually need in terms of qualifications? Are the existing qualifications meeting those needs? If not, what can be done to meet those needs?

5. Reo Māori me ona tikanga5.1 It is also important to understand that reo Māori and tikanga Māori work hand in hand. Reo Māori

cannot be isolated from an understanding and practice of tikanga Māori and vice-versa. This may have implications for how future qualifications in Reo Māori and Tikanga Māori fields are considered or constructed, however those are decisions are outside of the scope of this piece of work. It will be sufficient here to provide information about what the needs are of the reo Māori industry in terms of tikanga Māori and how this intersects with the current analysis being carried out in the Tikanga Māori industry.

6. What is the Reo Māori industry? 6.1 The Reo Māori industry is as much a campaign as it is an ‘industry’. It is a campaign in the sense that

the recent history of the Māori language has been one of struggle and challenge. This is well documented and reported upon particularly in terms of protest and language revitalisation efforts

3 http://www.nzqa.govt.nz/assets/Māori /MMEQA/MM-EQA-EER-Tools.pdf 4 Te Reo Māori , Manaakitanga, Pukengatanga, Rangatiratanga, Turangawaewae, Nga Tikanga, Whanaungatanga, Kaitiakitanga

3 | P a g e

over the last 40 years. The Benton survey of 1973 – 785 provided cause for concern with its key findings about the detrimental state of the Māori language at that time. Subsequent to this there has been a steady flow of significant commentary in the form of Waitangi Tribunal claims, follow up surveys, Māori language strategies, challenges to the Crown, academic research and strong Māori language advocacy and initiatives. The Kōhanga Reo movement of the early 1980s, with subsequent and parallel developments in kura kaupapa Māori, wharekura, Te Ataarangi, and a growing iwi focus on language revitalisation activity have all contributed to a Māori language sector intent on reversing the decline of the Māori language through proactive approaches to language revitalisation as the basis for people, whānau and iwi development. Indications on whether this has worked, or not, are variable.

6.2 A snapshot of the Māori language in 2006 concluded that the health of the Māori language in relation to the three language variables analysed (status, knowledge and acquisition, and use) had improved markedly since 20016. However, despite these efforts, the Māori language still remains a language at risk in that it is still a minority language, spoken almost exclusively by a minority population and in total only 4% of New Zealanders (Māori and non-Māori) claim to speak the language with some confidence. Basically, too few people are actively speaking and using the Māori language to the extent required to reverse language decline, and more importantly, the dispersed settlement of these language users is not conducive to immersed, sustained language engagement with and within readily accessible speaker communities.

6.3 The most recent reports over the past three years; the WAI262 Waitangi Tribunal report, ‘Ko Aotearoa Tēnei: A Report into Claims Concerning New Zealand Law and Policy Affecting Māori Culture and Identity’7 in 2010, Te Reo Mauriora by Te Paepae Motuhake in 20118, and the WAI2336 Matua Rautia Waitangi Tribunal Report of October 2012 on the Te Kōhanga Reo9 claim have revisited the on-going debate about the state of the Māori language and the respective roles and responsibilities various stakeholders have in addressing issues affecting the Māori language. The common theme is one of language survival and revival with each report taking a different position motivated by different but overlapping factors. What is clear is that significant consultation, discussion and debate have taken place particularly in the past three years, that has highlighted the need to better align the thinking and resourcing of Māori language revitalisation efforts, and provides a fertile base on which to revisit, review and reformulate strategy and actions to progress those efforts.

6.4 The aim of the most recent Māori Language Strategy of 2003 set out a 25 year vision10 to focus more on greater Māori language use in the whānau, homes and communities as opposed to more formal language acquisition in education settings. Despite the positive progress indicated in the Te Puni Kōkiri Health of the Māori Language in 2006 Report, the Office of the Auditor General concluded that the 2003 strategy had limited success11 in addressing the decline of the Māori language particularly in relation to the wider commitment of Government agencies to the strategy. The focus of the recently

5 New Zealand Council for Educational Research Sociolinguistic Household Survey of the Māori Language 1973 – 1978.6 Te Puni Kōkiri (July 2008). Health of the Māori Language in 2006. P 35.7 http://www.waitangi-tribunal.govt.nz/scripts/reports/reports/262/904AD288-0529-44FB-923E-6D63DAA63D91.pdf8 Te Paepae Motuhake. (2011). Te Reo Mauriora Te Arotakenga o te Rāngai Reo Māori me te Rautaki Reo Māori. Wellington: Te Puni Kōkiri. http://www.tpk.govt.nz/_documents/te-reo-mauriora.pdf9 http://www.waitangi-tribunal.govt.nz/doclibrary/public/report_pdfs/Wai2336-download-report-18102012.pdf10 Te Rautaki Reo Māori 2003, p.511 March 2009, Office of The Auditor General, Performance Audits from 2007:Follow-up Report p30

4 | P a g e

released Government Māori language strategy for 2013 is towards more targeted engagement and collaboration with Māori language communities in to the future12.

6.5 Evidence indicates that over the past 40 years there has been a concerted focus on learning or re-learning the Māori language. A raft of reo Māori initiatives over the past three decades has resulted in the development of a host of Māori language learning opportunities, of, about and in the Māori language. These included amongst other things; a strong but relatively small Māori medium education sector, an active Māori language broadcasting service, a growing home based focus on learning of and in the Māori language, and those aforementioned local and national tertiary learning programmes linked to the qualifications13 that are the subject of this review and analysis. Of particular note are;

The level of language acquisition has centred mainly around Level 4 on the NZ Qualifications Framework with half as many qualifications at Levels 5 and 6 respectively.

35 out of the 38 Māori language qualifications are locally developed and applied. This in itself indicates the regional nature of language learning engagement and must be taken into account when considering the future direction of this review.

Recent research highlights the fact that a dedicated focus on language acquisition over the past 40 years to build numbers of language users has been to the detriment of developing a more critically aware approach to language revitalisation14, that is, understanding what are the most effective strategies to employ in language revitalisation efforts and why. This is to ensure that effort is not simply wasted on learning language per se but on ensuring that the outcomes are sustainable and effective.

Course enrolment and completion data between 2009 and 2011 show that one institution accounts for 70% of the data collected and there is a downward trend overall in the numbers enrolling and completing courses15.

It is important to note that this data does not include Māori language activity, qualifications or otherwise in the schooling sector or universities.

7. The importance of the Māori language7.1 Given the interest, focus and nature of Māori language activity, it may be timely to remind ourselves

about just what is the value of the Māori language. There are strong arguments that highlight the importance of the Māori language to Māori and to wider New Zealand society16. What makes Māori different and distinctive is the Māori culture, of which the Māori language is the key component. This provides a deeper and richer understanding of the culture, its values, its norms and behaviours. This in turn sustains Māori cultural integrity and authenticity. The future of Māori depends on understanding the distinctiveness and the growing diversity within that, namely understanding Māori

12 The Government’s Māori Language Strategy 201313 Updated Te Reo Māori Cluster Data Analysis NZQA 201314 2012, Hond, Ruakere15 Usage Data Te Reo Apr 13 NZQA. Note that courses are not people enrolled but the actual number of course a person may enrol in in any one year.16 The most powerful arguments are those that have been put forward by the experience and cultural standing of Māori leaders

such as Sir James Henare when he addressed the Waitangi Tribunal in 1985,

‘The language is the core of our Māori culture and mana. Ko te reo te mauri o te mana Māori (The language is the life force of the mana Māori). If the language dies, as some predict, what do we have left to us? Then, I ask our own people who are we?’

5 | P a g e

history and Māori aspirations for the future; that Māori wish to continue to live as Māori in Aotearoa/New Zealand17.

7.2 Research evidence and practice in the education field shows that for Māori, a strong identity, language and culture of a learner is key to ensuring that they enjoy and achieve education success as Māori18, and in Māori19. This leads to positive and constructive contributions to both Māori and New Zealand society as a whole. This is also translated on the home front where Māori ‘grounded’ in their identity, language and culture are more likely to be successful at what they do, and what they contribute to their communities20.

7.3 There is a growing body of demographic and economic knowledge that suggests that New Zealand’s future economy will depend on a strong presence of an authentic, Māori culture21. This pre-supposes that language therefore is a key component of New Zealand’s future economy. The more visible economic indicators show that the Māori owned and driven economy is valued conservatively at $37 billion22. It is not yet clear however the extent to which this economy is modelled on authentic Māori cultural terms or purely commercial interests, however the fact remains that Māori are a key player in the economic future of New Zealand. The less visible indicators are around the economic value of the Māori language in for instance; increased education outcomes, increased labour and knowledge contributions, improved social connectedness, reduced criminality and reduced state dependency23.

7.4 At a whānau level there are indicators that suggest that better outcomes for households and whānau are positively correlated to a range of factors, which include amongst others things, a presence of

17 Cunningham, C. (2012) Aotearoa’s Long Term Fiscal Position. Research Centre for Māori Health and Development. Massey University. Wellington. P.14.18 Ka Hikitia – Managing for Success. Māori Education Strategy 2008-2012. Ministry of Education.19 Tau Mai Te Reo – The Māori Language in Education Strategy 2013-2017(Draft). Ministry of Education 2012. Skerrett, Mere. A critique of the Best Evidence Synthesis with relevance for Māori leadership in education. Canterbury University. Journal of Educational Leadership, Policy and Practice, vol. 25, no. 1, 2010, pp. 42-50.http://www.education.canterbury.ac.nz/research_labs/Māori /best_evidence_synthesis.pdf20 Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press Ltd21 Te Wānanga o Aotearoa / NZQA Māori Qualification Services June 26, 2012, Governance Māori Qualifications Review Literature Review & Needs Analysis Project Management Team

The Māori economy is made up of all individuals, households, businesses and collectives that self-identify as Māori. This includes Māori entrepreneurs active in individually owned businesses or small to medium enterprises, as well as the contribution of Māori employees’ earned incomes. While the Māori economy is highly integrated into the New Zealand economy, there are features, such as demographics, cultural values and traditional knowledge, which make the Māori economy different.

There are a number of features unique to the Māori economy, including:

The Māori population is young and is predicted to grow by 20% over the next fifteen years from 2011 to 2026. In the future, Māori will make up a larger proportion of the workforce. To realise this potential, Māori need to be equipped with necessary skills and education, which enable them to participate in New Zealand’s future workforce.

Cultural values are a unique feature of the Māori economy with the potential to influence growth. Māori culture generates assets, such as skills and products, as well as insights, which contribute to the social, environmental and economic well-being of not only Māori communities, but the whole economy.

The intergenerational focus of iwi and Māori collective organisations and the fact these organisations have strategic goals, which encompass a multiplicity of outcomes. Iwi and Māori business collectives may also be more inclined to focus their portfolios on domestic assets and enterprises located in their rohe or areas of influence.

22 Ganesh Stokes Nana Fiona; Molano WNZMET. The Māori Economy, Science and Innovation. Te Puni Kōkiri and BERL; 2011, p.41.23 Language Revitalisation Policy: An Analytical Survey Theoretical Framework, Policy Experience and Application to Te Reo Māori. New Zealand Treasury Working Paper 1998/06. http://www.treasury.govt.nz/publications/research-policy/wp/1998/98-06

6 | P a g e

bilingual or Māori immersion education.24 Further to this it is argued that there are real benefits to be gained from a highly bi-lingual, bi-literate society, the Māori language being one of the base languages. Research consistently shows that bilingual speakers exhibit clear and consistent advantages over monolingual speakers in particular areas of mental acuity and awareness. As well, bilingualism improves engagement with third or more languages and cultures through promotion and acceptance of diversity in developing relationships25.

7.5 As alluded to previously, the Reo Māori Industry is in essence the machinery of a campaign to revitalise the language so that it becomes a living, normal language of communication. It is an industry made up of amongst other things; social, cultural, health, educational and economic activities that utilise reo Māori explicitly and implicitly in their activities. It is characterised by a practice that encourages, and in some cases, demands reo Māori use and application as its unique or defining feature. This requires a range of industry participants such as; teachers, speakers, advocates, administrators, public servants, writers, musicians, commentators, presenters and so on.

7.6 The Reo Māori industry is in the main resourced through Government agencies. Te Paepae Motuhake estimated that the approximate spend of Government on Reo Māori in 2008-09 was between $225 million and $600 million, with the largest spend being in education26 and less so in areas such as broadcasting, health, the arts, and reo Māori promotion. In terms of the two big players in this field; a stocktake carried out by the Ministry of Education for the 2010-2011 year estimated that the total expenditure was in the vicinity of $800 million across early childhood, compulsory schooling and tertiary education sectors27. This would account for the provision of Māori language in education in both Māori and English mediums for some 212,225 learners 28 excluding the tertiary sector. The Māori broadcasting sector, made up of a variety of organisations including broadcasting funders, Te Māngai Pāho/NZ on Air, Māori Television, 21 iwi radio stations and approximately 34 production houses relies on a total annual distribution budget of $51m, the funding split between television ($40.8m) and radio ($11.8m). Māori Television Service and the 21 iwi radio stations receive $16.1m and $10.1m respectively from Te Māngai Pāho for the provision of Māori language programming and the remaining funds are available to broadcasting programmers via a contestable process.

7.7 The private sector is relatively negligible in this arena although reo Māori is still used or exploited as a unique identifier in national and international spaces, for instance in advertising, promotion, arts, tourism, sports and hospitality. It is difficult to isolate the actual reo Māori component of any of these industries as it is as much an explicit focus as it is an integrated part of other work. As well, there is a growing awareness amongst iwi to refocus their attention on to that which does make them unique in the Reo Māori industry, their own iwi language29. The number of iwi language activities that have been generated through such initiatives as the Community Based Language

24 Te Hoe Nuku Roa Research Project Souce Document , Baseline History. School of Māori Studies. Massey University 1999 – quoted in Cunningham, C. (2012) Aotearoa’s Long Term Fiscal Position. Research Centre for Māori Health and Development. Massey University. Wellington. P10.25 Franken, M., May, S., & McComish, J. (2005). Pasifika Languages Research and Guidelines Project: Literature Review. Hamilton: Wilf Malcolm Institute of Educational Research, University of Waikato. P.19.26 Te Paepae Motuhake. (2011). Te Reo Mauriora Te Arotakenga o te Rāngai Reo Māori me te Rautaki Reo Māori. P.57. Wellington: Te Puni Kōkiri. http://www.tpk.govt.nz/_documents/te-reo-mauriora.pdf27 Stocktake of Māori Language in Education Activity – Internal stocktake 2011 Ministry of Education28http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/AnnualReport/AnnualReport12/PartOne/PriorityFive/WhatWeSetOutToAchieve.aspx29 Iwi Education Partners Hui, 17-18 July 2013, Auckland

7 | P a g e

Initiatives Project (CBLI) 30 with the Ministry of Education or Ma Te Reo31 with Te Taura Whiri i te Reo Māori are an indication of the significant language activity within Māori communities quite apart from that which may be taking place as a normal part of daily life. This is part of an existing Reo Māori industry that operates in Māori communities. Some of this is located within the contexts described above but much is also voluntary in that reo Māori is a key component that underpins cultural and community responsibilities and obligations, whether to whanau, marae or community forums and activities.

7.8 It is fair to assume that Māori are the main target of the Reo Māori industry. As of 1 January 2012 the estimated population of New Zealand was 4,433,797,32 with Māori making up about 13% (673,500) of this total. Projections for the Māori population are that it will increase at an annual rate of around 1.4%. At this rate the 2026 population figure is expected to be around 811,000,33 with a third 35.4% (287,094) being under 15 years of age. In 2006, 23.7% of the Māori population or 131, 613 people said that they could carry out a conversation in the Māori language34. Relevant Census 2013 data is yet to be released. The data may be questioned in terms of proficiency, frequency and sustainability of those conversations however it does provide an indication of the Reo Māori industry at work. How much of this is attributed to learning associated with the pursuit of qualifications in general, and qualifications the subject of this review and analysis specifically can be ascertained by cross referencing relevant tertiary course completion data with other sets of associated data such as Census 2006 and Census 2013, however the sets of information don’t necessarily align and will only give general indicators of trends in numbers. This does not take into account the relationship of any qualification to the usage of Māori language outside of any activity that maintains more regular data gathering activity, for instance, usage of Māori language in the home, the community, the marae as a normal activity.

8. Key Issues at Present8.1 The key issues at present are:

That major sectors of the Reo Māori industry is heavily dependent on government support and resourcing with education being the major contributor to the industry

That this dependency is linked initially to addressing historical wrongs and binding authorities to future obligations

That there is a dedicated focus on promoting reo Māori in a positive, empowering, community focussed way that will lead to a unique and strong New Zealand society, economy and future

That iwi are beginning to take more responsibility for their own reo Māori needs That although the focus of the subject of the review and this analysis is specific to the identified

qualifications, the Reo Māori industry is bigger than this but the influence of the aforementioned qualifications on the wider industry are difficult to quantify.

9. Employment Trends and Employer Needs

30 As at 2013 there were 64 formal iwi education partnerships with the Ministry of Education. 17-18 July 2013 Iwi Education Partners Hui Auckland.31 Approximately $11.3 million invested between 2001-2009 in a range of reo Māori activities. 32 http://www.stats.govt.nz/tools_and_services/tools/population_clock.aspx33 http://www.stats.govt.nz/browse_for_stats/population/estimates_and_projections/Māori -population-estimates.aspx34 http://www.stats.govt.nz/Census/2006CensusHomePage/QuickStats/quickstats-about-a-subject/Māori /language-ko-te-reo.aspx

8 | P a g e

9.1.1 What therefore are employment trends in the Reo Māori industry and what do employers need in terms of skill and knowledge sets in their employees?

9.1.2 The nature of the Reo Māori industry as previously explained lends itself to a range of ‘employment’ options and hence needs associated with those options. Industry trends as alluded to previously show that;

The overarching trend in the Reo Māori Industry is that the Māori language is in serious decline and requires the development and engagement of critically aware communities of Māori language speakers to reverse the negative language shift towards normalising Māori language use within and between generations of speakers.

The target Māori population for industry engagement will increase over the foreseeable future with a third of that population under the age of 15.

Some parts of the Reo Māori industry have already identified the strategic direction based on the respective Māori language needs of their sectors. This primarily includes Education35 and Broadcasting36.

The wider Māori language community ‘industry’ can be identified through national bodies such as Te Ataarangi, Iwi Māori language strategies and language speaker communities engagement with supporting agencies, however this will not necessarily identify all of the informal engagement of Māori language activity

10. Skill profiles of key roles in the sector 10.1 There has been a focus on Māori language acquisition activity to build large numbers of Māori

language users whether in or for, formal learning situations or informal forums. Both teachers and learners in these situations are industry players. The more formal sectors have and continue to seek a skill set that includes highly proficient users and effective teachers of the Māori language. Education and broadcasting provide a reliable snapshot of the more formal Māori language sector.

10.2 According to the latest Ministry of Education reports37; as at 1 July 2011 in Early Childhood Education, there were

o 10,691 were participating in Māori medium education:o 44,733 were involved in some kind of Māori language provisiono 9,002 were involved in tertiary Māori language provision

35 Ka Hikitia – Accelerating Success 2013-2017 Focus area 1: Māori language in education and Focus Area 5: Organisational Success. Tau Mai Te Reo: The Māori Language in Education Strategy 2013-2017 http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia/StrategyOverview/StrategyFocusAreas/Māori LanguageinEducation.aspx#ActionsL

36 Te Māngai Pāho was established in 1993 under the Broadcasting Amendment Act giving life to the acknowledgement of successive governments that te reo Māori is a taonga (treasure) warranting its active protection and support. Consistent with this, our statutory role is to: promote Māori language and Māori culture by allocating available funds, on such terms and conditions, as Te Māngai Pāho thinks fit, for broadcasting and the production of programmes to be broadcast [s.53(B)]. We are, first and foremost, a Māori language sector agency in terms of why we fund and secondly a broadcasting sector agency in terms of where and which industry we fund. Our statutory obligations are primarily met by funding te reo Māori and tikanga Māori programmes and music for television and radio broadcast. To ensure that our actual broadcast outcomes are achieved, we currently:•fund 21 iwi radio stations to deliver eight hours of Māori language content each day;•allocate funding directly to the Māori Television Service for the production of in-house programmes and the acquisitions of local and overseas programmes of interest to Māori audiences;•manage a contestable pool of funding for the production of independently made Māori language programmes commissioned for television and radio, including music CDs and special broadcast events.http://www.tmp.govt.nz/about.html37 Ministry of Education Annual Reports for 2011/12 and 2012/13

9 | P a g e

as at 1 July 2012, in compulsory schooling there were:o 173,011 students who identified as Mäori o 16,792 students participating in Mäori-medium education and an additional 140,945

learning Mäori language in English-medium settings 10.3 The Government’s largest fiscal investment in Māori language development resides within the

education sector. It is therefore no surprise that a significant proportion of Māori language acquisition occurs in early childhood, compulsory schooling and tertiary institutions. Essentially kōhanga, kura, schools, wānanga and tertiary institutions have replaced for the majority of Māori ‘homes,’ the primary location of language transmission. There is no doubt that the Māori language education sector has made a huge contribution to wider Māori language revitalisation efforts. Some of these include:

contributing towards the creation and development of a new cohort of speakers increasing language visibility and audibility, thereby aiding the normalisation of language use in

communities achievement outcomes for students in total immersion schools ( jn 2008, 84.4% of Māori-medium

school candidates met both the literacy and numeracy requirements for NCEA Level 1 compared with 68.4% Māori students at English-medium schools. This is up from 82.7% in 2007)

lower levels of truancy, suspension and unjustified absencesThere are however, a number of areas of concern around teacher supply and professional development, a lack of sufficient Māori language assessment resources, and language standards with the emergence of an English-Māori hybrid discourse being used by both teachers and learners.

10.4 In terms of broadcasting, current language revitalisation theory proposes that increased language use in high profile domains such as broadcasting will increase the status of a language and have a flow-on effect of generating more language use by those exposed to it.38 International research shows the following benefits that broadcasting offers to the revitalisation of a language: it helps to create a sense of community among those who consume such media it provides a formal model of language that may well help to improve levels of competence in the

community it helps to generate discourse within the community it offers considerable job opportunities to speakers of the language (as has happened in Ireland,

Scotland and Wales, following the setting-up of television channels in the respective languages).39 10.5 Speakers of the target language in high profile domains, such as broadcasting, provide language

models that are likely to be adopted by audiences. Where these are the only models accessible to audiences, they have a critical impact on the language standards and language development of other speakers or potential learners. This does not mean that broadcasting can, or should take the place of the language experiences and skills that can only be gained through intergenerational transmission. However, it does acknowledge that for a large group of people, broadcasting is the primary means of interaction with the language, and so best efforts should be made to ensure that it is a positive learning experience.40

38 Te Taura Whiri i te Reo Māori, A Role for Excellence in Revitalising The Māori Language: Exploring the concept of a National Māori Language Institute, Prepared by Aroha Waetford, Edited by Hineihaea Murphy, December 2001.

39 Strubell, M., ‘Catalan a Decade Later’, Can Threatened Languages Be Saved? Reversing Language Shift, Revisited: A 21st Century Perspective, Multilingual Matters 116, Series Editor John Edwards, 2001.40 Fishman, J.A., ‘The Cases of Basque and Frisian’, Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages, Multilingual Matters 76, Series Editor: Derrick Sharp, 1991, p 175.

10 | P a g e

10.6 The quality and standard of language in broadcasting becomes particularly important when you consider that, for many in the audience, the only language models available to them are via the television, radio or other forms of broadcasting. As a high profile domain that provides easily accessible Māori language models to a large audience the Māori broadcasting sector is critically important. The nature of broadcasting media means that language models are made available to audiences in their homes on a daily basis and this can potentially have a significant impact on the rates and quality of Māori language use.

10.7 The more informal sectors have and continue to develop proficient users of the language, in particular, speakers. As indicated previously in 6.2 the relative numbers of speakers/users of Māori language is small41. As well there is a paucity of quality information about Māori language use and the anticipated Census 2013 data will only provide a limited amount of ‘industry’ information. The last comprehensive socio-linguistic Māori language survey was carried out in the 1970s. Referred as the Benton survey, the methodology and data is still referenced in socio-linguistic studies however another major survey is overdue. This would help put a stake in the ground for the Reo Māori industry and better determine the current state of the Māori language, but more importantly the future direction.

10.8 So what therefore are the skill profiles of key roles in the Māori language sector? Without stating the obvious, the sector requires more highly proficient users of the Māori language. In particular it requires;

Māori language teachers who are highly proficient and effective teachers of , and in, the Māori language, particularly for the Māori medium education sector

Promoters, advocates and champions of Māori language revitalisation practice Dedicated and committed speakers of the Māori language in homes, within whanau and

communities, and between generations Highly proficient Māori language presenters, writers, leaders, commentators

11. What therefore is the target market for Māori language qualifications?11.1 There are many, particularly in the education field that will fall outside of the scope of this review42.

That is not to say however that they may not be affected by the outcomes of the review. The target market still sits in those fields earlier described – both formal and informal. A key point to be considered in defining a target market is the discussion around Reo Māori Pedagogy versus Stakeholder/institutional need, that is, should the market be driven by what is good for the Māori language or by what is good for institutions of Māori language practice and advocacy? For instance, the debate surrounding a lack of continuity in language progression when a wharekura student

41 In 2009 Te Taura Whiri i te Reo Māori commissioned a report by Research New Zealand to benchmark the current participation and engagement levels of Māori language in terms of:• the importance Māori place on learning to speak or improving te reo Māori, (including the reasons for regarding these factors as

important or unimportant); and• the extent to which Māori are currently learning to speak or improve how well they can speak te reo Māori, including how they

are doing one or the other or bothFindings from this research suggest that only 7% of Māori are fluent speakers or completely confident using Māori in any situation, and of this group, only 21% speak te reo Māori regularly (in daily activities). However the research also shows that only 2% of Māori are speaking te reo at all times (either to their children, grandchildren or other Māori language learners/speakers) which does not bode well for transmission of the language from fluent speakers to learners. On current estimated population, this equates to 13,470 individuals.42 NCEA students and those engaged in university study of Māori language

11 | P a g e

achieves NCEA Te Reo Rangatira levels at school and then is expected to start at a lower level in university study is a classic example of ‘one step forward, two steps back’ because an institution has a system in place that is more about the institution than perhaps developing the language proficiency of a learner. The same argument can also be applied in the case whereby an iwi language strategy may be developed with support from external agencies but not implemented or maintained because the external support is finite. This same debate will be encountered when one considers that on one hand, the majority of current qualifications within the scope of this review are based on regional, local, or kaupapa driven agendas. On the other hand the intention of this review, outlined earlier in 1.1, is to reduce and streamline the qualifications. What should drive the demand and therefore influence the market? Should it be a qualification or language revitalisation ideology or should it be stakeholder/institutional/regional demand?

11.2 Discussions with stakeholders during September and October 2013 have raised several points that include;

‘should be’ imperatives for future qualifications Te reo Māori and tikanga Māori cannot be separated Possible progression levels and continuity along a qualification pathway Expectations of learners and graduates Better catering for the Māori medium learner A range of career pathways Recognition of iwi dialects

Language revitalisation practice would demand that there be a specific focus on building critically aware communities of speakers around matters of interest to those groups43. The challenge will be

43 The Māori Language Strategy of 2003 highlighted the gains made for the Māori language through formal education and the need to focus on greater Māori use in the communities, particularly in the whānau environment for the period 2003 - 2028. This highlights the importance of language within the home, within the whānau, and most importantly, between generations as key tenets of language revitalisation. This is the fundamental premise underpinning for instance, the Kōhanga Reo model of philosophy and practice with a child being the focal point of language input and generation for a whānau. Although this model has been widely promoted and used by other indigenous communities it has encountered challenges, internal and external. The success of Kōhanga Reo has been variable in terms of reaching its true and full potential as an enabler of whānau development within a Māori language environment. Despite this, the model with other similar models has helped encourage the development and promotion of communities of Māori language leadership, advocacy and speakers across generations as well as other Māori medium educational models such as kura kaupapa Māori and wharekura. If there is a down side, it is that the Māori medium models from Kōhanga reo through to wharekura have become the default positions for language revitalisation and that child rearing as the natural role in language acquisition has deferred to these more formal institutions.

It is proposed that two distinct approaches need to be taken, one by the Crown and the other by speaker communities for the regeneration of the Māori language. In this regard, recent work with Te Puni Kōkiri and Te Taura Whiri i te Reo Māori have resulted in a shared understanding of how best to develop new Māori language strategy based on the report discussions referred to above. As stated at the outset and reiterated here it is proposed that speaker communities drive the community-centred strategy in order to address their language aspirations and dilemmas, and utilise their particular strengths. It is from this base that the Crown should draw their advice to better inform their strategic approach to helping support speaker communities to realise their aspirations for the revitalisation of the Māori language.

Communities of Māori language speakers, iwi, shared-interest, or home-based, motivated by personal, social and cultural commitment, and roused by a shared belief in their ability to restore language vitality and by definition cultural authenticity, are the primary focus for sustaining a language through deliberate language practice that normalises intergenerational language interaction and transmission, thereby reinstating the natural processes of socialisation of children into the linguistic and cultural values and beliefs of Māori communities. This is especially so with adults of parenting age and their critical role in re-establishing an endangered language in the home as the normal language of communication, pivotal in reversing language shift. This should not detract from the

12 | P a g e

to bring these different, but not incompatible strands of thinking together to enable stakeholder working groups to help develop a suite of new qualifications.

12 What are the current qualifications available and how do they serve that industry?

12.1 The range of current qualifications are attached as Appendix 2. Usage of the qualifications is attached as Appendix 3. As stated previously in 6.5;

The level of language acquisition has centred mainly around Level 4 on the NZ Qualifications Framework with half as many qualifications at Levels 5 and 6 respectively.

35 out of the 38 Māori language qualifications are locally developed and applied. This in itself indicates the regional nature of language learning engagement and must be taken into account when considering the future direction of this review.

Recent research highlights the fact that a dedicated focus on language acquisition over the past 40 years to build numbers of language users has been to the detriment of developing a more critically aware approach to language revitalisation44, that is, understanding what are the most effective strategies to employ in language revitalisation efforts and why. This is to ensure that effort is not simply wasted on learning language per se but on ensuring that the outcomes are sustainable and effective.

Course enrolment and completion data between 2009 and 2011 show that one institution accounts for 70% of the data collected and there is a downward trend overall in the numbers enrolling and completing courses45.

It is important to note that this data does not include Māori language activity, qualifications or otherwise in the schooling sector or universities.

13 What does that industry actually need in terms of qualifications? 13.1 Information has been gathered from a number of sources to address the question above. These

include; recent stakeholder hui, reo Māori education workforce data, and reo Māori qualification completion data. The Reo Māori industry by definition requires a level, or levels, of proficiency in reo Māori, and with that, tikanga Māori. To assess this need one can begin by considering the more overt expressions of it as it appears in prominent sectors of the Reo Māori industry. The following table provides a snapshot of public sector strategic policy and the Reo Māori industry expectations of the sector that are encouraged through the implementation of such policy.

efforts of other Māori language initiatives and institutions over more than 30 years since the establishment of Kōhanga reo but should seek to work with and compliment their endeavours.

44 2012, Hond, Ruakere. Discussion.45 Usage Data Te Reo Apr 13 NZQA. Note that courses are not people enrolled but the actual number of course a person may enrol in in any one year.

13 | P a g e

Appendix A: Stakeholder Hui Minutes – Whanganui-a-tara

Mandatory Review of Reo Māori QualificationsStakeholder Hui Minutes

18 October 2013

Waiwhetu Marae, Waiwhetu, Te Whanganui-a-Tara

Te hunga i tae atu:

Katareina Kaiwai, Arapera Royal Tangaere, Bruce Aranga, Helen Slater, Ana Montgomery-Neutze, Kura Moeahu, Erana Hemmingsen, Anthony Tipene, Te Rongomai Tipene-Matua, Noeline Matthews, Justin Puna, Laura Kamau, Rutene Gabel, Patsy Puketapu, Selwyn Parata, Wikitoria Ratu, Peggy Luke, Konga Reriti.Te Rōpū Tātaki Leon Blake and Rawinia Higgins.NZQA Keri-Anne Stephens, Dinah Paenga, Tui Marsh.

1 Pōwhiri Te Whānau o WaiwhetuKapu Tī

2 Background Kōrero

Leon Blake and Rawinia Higgins gave a general overview of the kaupapa and the proceedings for the day.

Keri-Anne Stephens and Tui Marsh provided background information about the Targeted Review of Qualifications and the MMeQA, and how they relate to the review of the Reo Māori qualifications. (Power Point attached)Further discussion with the GG raised points for discussion later:

- In the Tertiary sector students arrive with a plethora of qualifications and at different levels. TRoQ allows all sectors of our society to know what the different qualifications actually mean.

- Where do the students start?

- Should they start again at the beginning level when they start tertiary study?

- A national review such as this will provide that understanding for us all.

- People were encouraged to stay involved and to suggest people, or volunteer, for the Working Group(s).

With specific reference to the Reo Māori qualifications and looking forward to the development of a new suite of qualifications, the following questions were raised for consideration:

- What is the difference between the current qualifications we have?

- What are the specific outcomes we want for te reo Māori qualifications at Levels 1-6?

- What is the difference between Te Reo Māori and Māori Studies?

- How do we consider other sectors in our developments, for example

14 | P a g e

Broadcasting – how do we fit them in?

- How do we make sure we are aligned with the secondary schools and the Universities?

3 RŌPŪ 1 DISCCUSSION POINTS:

i. Concerns raised included:- The level of te reo

- Dialectual differences and how these can be/are assessed – e pēhea ana te aromatawai i te mita o te reo o ngā ākonga nō iwi kē?

- Te Reo Māori and Te Reo Rangatira in the secondary school sector.

Outcomes of the qualifications need to be flexible to allow for dialectual differences (mita, kupu, kīanga, rerenga kōrero, te mea, te mea...)

The level (standard) needs to be set, and met.

ii. Is te Reo Māori on its own a good qualification?- There are more opportunities these days, nationally and internationally, if you

have a Reo Māori qualification.

- Te Reo sets you apart and gives you the advantage!

- Potential Employment includes:

Consultancy

Translation

Language Revitalisation Plan Developers for hapū, iwi.

Promotion

Government Departments

Teaching – General and Te Reo

Broadcasting

Politics – Hospital Boards, Regional Boards, Local Council, Parliament.

Museums

Embassys

Technology – App developments

Management at the Corporate level post Treaty Settlements – having te reo will be a requirement for Māori and non-Māori in this space.

Governance and Leadership

Tourism

iii. Can we have Te Reo qualifications without Tikanga?- That’s like bread without butter!

- Qualifications can be developed for specific audiences:

Te Ataarangi – tikanga is embedded in the teaching and learning;

Reo specific qualifications – may be useful for those using te reo in “other”

15 | P a g e

contexts, for example commerce, medicine, etc.

- To understand tikanga, you need te reo; to learn te reo you don’t necessarily need tikanga.

- To include tikanga into te reo qualifications/programmes gives context, meaning, and relevance for the need to learn te reo.

iv. Qualification Levels- Reo Rua vs Rumaki – produce garduates with different levels of te reo.

- Te Reo Māori vs. Te Reo Rangatira – these are two different pathways for our rangatahi, both at Levels 1-3 in the secondary school sector. How will the reo Māori qualifications cater for students from both pathways? We need to ensure CONTINUITY.

- We need to ensure there is consistency and clear pathways between the secondary and tertiary systems re: Levels.

- Also need to recognise the differences between the two types of learners and the levels of their reo.

- Currently some Wharekura ākonga are enrolled in Tertiary reo papers.

- Should qualifications be used to set the level/standard of te reo?

- How do we recognise and scknowledge the capability of our Kura Kaupapa and Wharkura ākonga? Do we offer them a different qualification? A higher level of qualification?

LEVEL 1 – Pepehā, pronunciation

LEVEL 2 – Expanding kupu, Basic structures

LEVEL 3 – Tohu awarded at this level.

LEVEL 4 – Increased language acquisition, Tikanga Marae

LEVEL 5 & 6 – Language revitalisation strategies

Translation

Deeper understanding of Tikanga

Expanding knowledge and use of te Reo

Pathways:- Translation and consultancy

- No matter what you study, te reo will always be an asset

- Carry out roles on the Marae

- Te Reo is a “lifestyle”

- Be a good “ambassador” of te reo

- Broadcasting

v. What outcomes do we want for Reo Māori Graduates?- The longevity and survival of te reo as a “living language” rather than a

16 | P a g e

“ceremonial” language.

- Employment where Te Reo, bilingualism, and biculturalism is valued.

- Te Reo has a presence and is correctly pronounced in mainstream TV and Radio

- See, hear, and feel te reo everywhere in our daily lives

- Te reo is available to everyone

- Provide pathways into other areas e.g Pūtaiao, Hangarau, Medicine, commerce etc

- Embody the “whole” of how we live as Māori.

RŌPŪ 2 DISCCUSSION POINTS:

Notes from Brainstorms:Learner:

Adaptable – mita, strengths, dilectual differences

Ko te reo te tikanga; ko te tikanga te reo

Confident and bi-lingual

RPL and RCC need to be considered

Deconstruct/reconstruct

Kōrero i te reo

Fun and happy

Levels – whakaaro, skills, competencies

L2 and L2 – aural, oralcy

Acknowledge tribal differences

Age not to be a barrier or used to determine levels

Normalising te reo

Portability at any age

Ngā matua, Whānau and kaumātua support

Te Reo 24/7

Communicate freely

Give something back to the hāpori

Qualifications of preference

Graduates:

Competent

Can “deliver”

Ability to karanga or whaikōrero

Research whakapapa

Reciprocity – to NZ Inc and whanau

Communication

Reciprocity – graduates should be able to give back to their iwi, marae, hapu and/or community

Tikanga and te reo are intertwined

Portability of te reo, it is not “age” restricted or determined

Graduates

NZ Society: Te reo Māori will become the “normal” language of this country. Aim to raise its

17 | P a g e

use, status , critical awareness/

Te Reo Māori is not compromised

Normalise the speaking of te reo Māori in our communities

Remedial Māori – acknowledging that there is a standard for te reo Māori, and help for those who are not “at the level”.

Shape of the qualifications: Programmes are delivered in a contrived space. How can the knowledge

and skills transfer to the home? To everyday use? Use of te reo Māori should not be restricted to home, or to the pa.

A Te Reo Māori qualification should be a “preferred” qualification.

Te Reo Māori should be in all qualifications because it should be “normal”.

Include in the qualifications ngā āhuatanga katoa o te reo – Te Taha Hinengaro, Te Taha Wairua, me te reo o te Tinana.

Me haere tahi te reo me ngā tikanga.

Waihanga te whakaaro kia tae atu te mātotoru o te tangata ki roto i ēnei momo tohu. Whakatōngia te wairua o te kōrero, o te kupu, me ōna tikanga.

Level 1 – Oral

Level 2 – listen

Level 3 – whakawhiti korero

Level 4 - written

5 Moving Forward: Tui Marsh discussed the links with te Tikanga review and shared important

dates (see Power Point Presentation).

Working Group membership – There will be a call for nominations soon.

Those interested encouraged to put their names forward.

Karakia WhakamutungaKura Moeahu (at 2.05pm)

18 | P a g e

Appendix B: Stakeholder Hui Minutes – Rotorua

Mandatory Review of Reo Māori QualificationsStakeholder Hui Minutes

18 October 2013

Tangatarua Marae Waiariki Institute Technology Rotorua

Te hunga i tae atu: Ken Kennedy, Marleina Nelson, Te Hauauru Tahi-Rangihau, Sandre Kruger, Sandy Hata, Harata Day, Tūtū Kautai, Anne Campbell, Anahia Hiini, Wiremu Barrett, Eru Biddle, Tawini Rangihau, Angela Tibble, Kare Rogers, Shahana Reedy, Marie Wynyard.

NZQA: Josie Pulman, Emmett Isaac, David More.

Te Rōpū Tātaki Wiremu Doherty, Pania Papa and Te Kowhai Ohia.

1 Pōwhiri Te Whānau o Tangatarua MaraeKapu Tī

2 Background Kōrero

Wiremu Doherty gave a general overview of the kaupapa and the proceedings for the day.

Emmett Isaac and David More provided background information about the Targeted Review of Qualifications and the MMeQA, and how they relate to the review of the Reo Māori qualifications. (Power Point attached)

Further discussion with the GG raised points for discussion later:

- In the Tertiary sector students arrive with a plethora of qualifications and at different levels. TRoQ allows all sectors of our society to know what the different qualifications actually mean.

- Where do the students start?

- Should they start again at the beginning level when they start tertiary study?

- A national review such as this will provide that understanding for us all.

- People were encouraged to stay involved and to suggest people, or volunteer, for the Working Group(s).

Tikanga Review:

Kerian Hewittson - Te Whare Wananga o Aotearoa gave the background the discussed the links between the Te Reo review and the Tikanga review

Te Reo me ngā Tikanga.e tautoko ana me haere ngātahi te reo me te tikanga a me te tautoko ano i te whakaaro o era atu o nga hui

19 | P a g e

- To understand tikanga, you need te reo; to learn te reo you don’t necessarily need tikanga.

- To include tikanga into te reo qualifications/programmes gives context, meaning, and relevance for the need to learn te reo.

Key questions for group discussions.

With specific reference to the Reo Māori qualifications and looking forward to the development of a new suite of qualifications, the following questions were raised for consideration:

- What future should Reo Māori Quals offer the learner, the provider, and NZ Society? Global engagement

- How should the suite of Reo Māori Quals be shaped?

o (Added value of Māori Studies and Customs/ Tikanga Maori and other qualifications pathways??)

- What is your rationale?

WHAT ELSE?

Split into 3 discussion groups to consider the key questions.

Each group feedback.

Pania facilitated feedback discussion

Ngā whiriwhiringa a te roopu 1.

- Future:

- A platform for future pathways to jobs, careers, personal development, contribution to whānau, hapū and iwi.

- Qualifications should offer standard excellence.

- Te reo should be taught in schools, spoken - reo a-waha, tikanga a-waha.

- All politicians SHOULD SPEAK TE REO MĀORI including all government employees – local and national.

Global engagement / recognition

- Kia mōhio ai te katoa ko wai tātou

- No tātou ake te reo

- International Maori have access to te reo Māori

- He reo a-iwi kē – me pūmau tonu tātou ki o tātou ake reo

- Quality assurance – me whakamātau a-iwi tonu.

- Shape of qualifications- Option 1and 2

20 | P a g e

Te Reo Māori L1-2 – L3-4 Beginners – Intermediate

Te Reo Māori L5-6 Advanced

When teaching languate only: you have to have content ensuring tikanga is used to teach as context or content to level of reo needed for people to communicate with clients e.g social services/ govt agencies.

- Option

Te Reo Maori Level 5

Fluent – industry based with te reo Māori e.g performing arts, journalism, kohanga reo, hauora, threatre, literature, rangahau etc.

- Rationale- Ki te kore te reo Māori i ka ngaro he pera i ki te moa.

- Kei te mjimiti haere te reo inaianei

- Kura mo ngā matua o nga mokopuna kei roto i ngā kohanga reo, kura Māori, kaupapa hoki

-

- Iwi language strategy –Iwi marae recognised as valid learning institutions Me kii me hoki ki te marae.

Ngā whiriwhiringa te Roopu 2:

- Future:

- A platform for Māori to be ambassadors for Aotearoa – He mangai mō Aotearoa

- Te tuākiri – self identity through your reo ā-iwi

- Te ōranga tonutanga o te reo

- Kia Māori tonu te reo

- Takawaenga ki nga tari, ki ngā kaupapa pakeha.

“AOTEAROA – ME AKO TE KATOA I TE REO”

- Shape of qualifications- Kia noho Māori tonu te tāhuhu mo ngā tohu Māori

- Rationale- Ma tēnā, ma tēnā e whakatakoto o rātou whakaaro kia Māori ai te kaupapa

- Kei te mimiti hāere te reo inaianei

- Kura mō ngā mātua o ngā mokopuna kei roto i ngā kohanga reo, kura Maori, kaupapa hoki

21 | P a g e

- Iwi language strategy –Iwi marae recognised as valid learning institutions Me kii me hoki ki te marae.

Ngā whiriwhiringa te Roopu 3:- Future :

Iti te Kōpara kai takiri i runga ra i te Kahikatea”

- Te reo me ona tikanga me ona taiao

Kaainga, pa – kauta - Tumatauenga / Rongomatane

Moana / Tahuna - Tangaroa / Hinemoana

Ro Ngahere - Tanemahuta

Nga Whetu - Ranginui

Shape of qualificationsL1 – L2 - L3 – 4Te Tūapapa o te tangata (iwi specific)

Waiata, mōteatea. kīwaha, whakatauki ko te reo tonu me ōna tikaka )Hitori – ngā nonoka whakapapa)

Kia kotahi tau te roanga o ia taumata

L5 – 6Identified a gap with the level 5 – 6 qualifications.

Exit points for higher qualifications.

Me ako te ākonga i ngā pukenga i ngā kaupapa ako e hangai ana ki tāna e whai ai

(rangahau, academic (writing, critical theory) te huarahi kaiwhakaako reo Māori tonu me ngā tikanga

- Te Aho - ngā āhuatanga o te ākonga.

- There are degrees of reo, and degrees of learning, me whakaaro ki te momo o te ahuatanga o te akonga/tauira.

Ahuatanga 1:

- Whai mahi

- Kua oti te hīkura

- Kua taha i te taumata tiwhikete

Ahuatanga 2

- Whai mōhiotanga kāore i eke ki te mutunga o te hīkura

- Ko te tino hiahia ko te reo mō te ōorerorero ao noa, po noa

- Te tino hiahia inaianei 2013

Ataarangi

22 | P a g e

Certificate Maori Studies

BA Maori

Honours in Maori

- Rationale- Legacy – Te Reo te take

Ko wai koe?

No hea koe?

E ahu atu ana koe ki hea?

He aha ai

The pathways in the discussions were all similar to the other stakeholders hui held.

- Language Revitalisation Plan Developers for hapū, iwi.

- Promotion

- Government Departments

- Teaching – General and Te Reo

- Broadcasting

- Politics – Hospital Boards, Regional Boards, Local Council, Parliament.

- Tourism

- Policy analysts

- Teachers / lecturers

Te Kowhai and Josie outlined the future steps.

- Deliverables and timelines for development of qualifications, consultation, approval to develop.

- The needs analysis is developed by Wayne Ngata.

- The importance of stake-holders feedback.

- Nominations for Working Groups and Governance Group were called.

- Received one name for Governance Group – Keneti Kennedy accepted by Wiremu

- Three names were received for working groups – Kare Rogers, Angela Tibble and Tūtū Kautai

Karakia whakamutunga – Wiremu

23 | P a g e

Appendix C: Stakeholder Hui Minutes - Ōtautahi

Mandatory Review of Reo Māori Qualifications

Stakeholder Hui Minutes

30 September 2013

Te Puna Wānanka, CPIT, Ōtautahi

Te hunga i tae atu:

Hemi Hoskins, Maxine Tupe, Hōhepa Waitoa, Hine McLetchie, Houngarongo Heihei, Ripeka Paraone. (Plus others whose names were not recorded).GG Hana O’Regan, Leon Blake, Rawinia HigginsNZQA Keri-Anne Stephens, Emmett Isaac

1 Karakia Te Whānau o Te Puna Wānaka (9.30am)Mihi

2 Background Kōrero

Emmett Isaac and Keri-Anne Stephens provided background information about the Targeted Review of Qualifications and the MMeQA, and how they relate to the review of the Reo Māori qualifications.

(Power Point attached)

3 Group discussion re: Ngā Tohu Mātauranga mo Te Reo Māori (See Table attached)

How many quals are appropriate?

How much is Reo focussed vs. “other”?

Do we need more than one qualification at Level 2?

Should all graduates be at the same level of proficiency? (Āe!)

vi. Te Ara Reo (Level 3) – akonga can enter the course with no reo, yet we have qualifications at Level 1 and 2 – should we have pre-reqs?

vii. Funding at L1 and L2 is contestable and therefore affects the level (competency) of students entering the courses.

viii. For Te Waipounamu, Level 2 and Level 3 qualifications in Te Reo Māori are needed.

ix. Eligibility for Te Reo L2 and L3 – usually can’t do lower level qualifications thann you already have. Te Reo Māori qualifications are the exception i.e. they can be used by those with higher level qualifications who want to upskill in Te Reo Māori.

24 | P a g e

x. Te Hāpara and Te Atatū – whakaaro to separate out the Reo components of the qualifications.

xi. Te Aupikitanga – Rūmaki

xii. Are the qualifications for Language acquisition or are they learning about te reo?

xiii. At University are there entry levels for those learning Te Reo? No, but there are for other languages.

xiv. Students who complete Te Reo Rangatira (Level 3 of TMoA) can enter for the first year of a Degree programme. At Victoria TRR students may enter at Level 2.

xv. This causes further dilemma:

LANGUAGE vs. ACADEMIC ABILITY

(students at Level 5) (students may only be at Level 2-3)

xvi. At the Degree level academic ability has to match the level of Reo proficiency – we can’t set out ākonga up to fail.

xvii. There is a challenge for the proficiency of graduates if we have different programmes running:

For example:

L5 Te Hāpara Another L5 Qualification

Te Reo Mātauranga Te Reo

60 credits 60 credits 60 credits

xviii. Do we need to develop separate qualifications?

xix. Do the students have the same level of proficiency?

xx. The Reo Māori qualifications need to be flexible enough to be taught at different lengths of time – focus on the skill/proficiency –based rather than credit based. Focus on the outcomes.

xxi. For example it may take 6 months at one organisation, and 1 year at another and is dependent upon entry level skills and the mode of delivery.

xxii.Look at the Secondary – Tertiary Pathway hei tauira?

xxiii. The impact on credit values if the qualification is shortened in some organisations. For example intensive learning situations such as Te Panekiretanga.

xxiv. The LEVELS of the qualifications should be benchmarked – kia rite te taumata.

xxv.Dual qualification model(s) e.g. Te Reo and Mātauranga Māori components. Only CPIT is offering a mixed qualification in the South – but language proficiency outcomes are still at L5.

xxvi. Need to ensure outcomes for Te Reo Māori graduates are consistent – Level 4 = Level 4.

Do we have “double Majors” or two distinct qualifications?

25 | P a g e

Language acquisition vs. Proficiency

Lower Levels – PROFICIENCY TE REO Quals

Higher Levels – RELATED ASPECTS MIXED Quals

We need to maintain the “academic” standards

At L4-6 introduce an “academic” strand.

We all teach te Reo as acquisition because we have been conditioned to do it that way. Could we look at Literary Studies, Oral Art, Written Art as strands of the qualification(s)?

4 What is Working Well? (See Table attached)

Recommendation:For Te Waipounamu, re-set the L3 and L4 expectations for Te Reo Māori qualificationsLevel 5: CPIT and TWoA have qualifications that are working well.

5 What are the needs of Te Reo Māori?

Kia tika, kia rere, kia Māori! We need more people to do them They need to align to the workforce – change the need of industry. Need to strengthen Industry relationships so our graduates are valued by

employers. Need to ensure pathways are clear – for Te Reo Māori and Te Reo Rangatira

graduates. At the end of L6 Graduates will be:

- Fluent, able to get a job, able to function in te reo Māori context in te reo. An outcome of this review should be the levelness of the qualifications through the

understanding of the Graduate Profile required. Students cannot learn te Reo Māori in isolation of a context, which is Te Ao Māori.

We learn Tikanga through Te Reo, and we learn Te Reo through tikanga. Students don’t want to be “distracted” by other non-Māori kaupapa.

At the PhD level we need “the whole package” and you can’t have proficiency in Te Reo without the rest of the package.

Te Reo kia tika – language acquisitionTe Reo kia rere – apply te reo in contextTe Reo kia Māori – understand te reo and application of Te Reo.

Need to acknowledge the breadth of what we are asking of the students:- Te reo proficiency- Function in society- Function in te Ao Pākeha- Academic purposes- Use te reo in a wide range of different contexts.

Other skills: write in te reo, compose in te reo and be able to transfer those skills to

26 | P a g e

other areas/contexts. Mapping core competencies in Te Reo will be part of the mahi for the GG.

6 Moving Forward: Working Group membership – There will be a call for nominations soon. Those

interested can e-mail Keri-Anne or Hana directly and they will be considered by the GG.

Discussion re: links to the Māori Studies and Customs review. Has their GG been established yet (Kāo). Do they have a shared membership> Not as such, but will come together at various stages of the reviews.

Karakia Whakamutunga

27 | P a g e

Current Te Reo Māori Qualifications – Course information matrix for Providers in Te Waipounamu (to be completed)

QUAL LENGTH COURSE MAKE UP WHAT’S WORKING WELL

Certificate in Te Ara Reo Māori (L2)

TWoAFull Year course All are Reo Māori papers

The Level 2 qualifications are working well.The current market for L2: those who have disengaged from education, non-Māori, those who have an appreciation of Te Reo and Tikanga. Why is it working well? – The way the programme is developed it nurtures the akonga.

Te Haeata (Level 3) (CPIT)

CPIT6 months

6 Papers, of which 2 are Reo Māori papers. Combinations of Te Reo and Tikanga. Programme is based on Te Ataarangi, but there is a jump in levels to prepare for the L5 qualification (Te Kākano).

Students love it. The programme provides a good starting point for those returning to study, or those preparing for academic study at University.

Te Ata Hou (L4) Full Year course 8 papers, of which 3 are Reo Māori papers

Certificate in Te Ara Reo (L4)

TWoA Full Year course Bi-lingual delivery (Also delivered at SIT)

Te Pūtaketanga o te reo (L4) TWoA

TWoA Full Year course Rūmaki. Discussion that the Te Ara Reo (L4) may be better placed as part of the L3 Te Reo stream.

Akona te Reo (Level 5) CPIT 6months – 1 or 2 years depending on need.

Te Reo aquisition. Targeted at workers coming back to learn Te Reo. This qualifications has also been used for whānau and hapū development over an extended period of time.

Te Hāpara (Diploma Level 5)

CPIT

Full Year course

Linguistics, cultural studies, language revitalisation planning, language aquisition, Te Tiriti o Waitangi, inter-generational language transmission.

Some papers are taught in te reo The core of the qualification is language aquisition (and application in a wider

context of the reo in the later part).

This qualification can be credited as the first year of Bachelors in Te Reo Māori (Te Kakano, Te Pihinga)

Diploma in Te Ara Reo Māori (Level 5)

TWoA Full Year course all Te Reo Māori components, the course is taught bi-lingually deals with language acquisition

He Tohu Reo Rūmaki CPIT Full Year course Rūmaki

Te Atatū (L6) CPIT Full Year course

Te Aupikitanga (L6) TWoA Full Year course Rūmaki

Note: Te Tai Poutini L1 and L2 Programmes are being run through Te Ataarangi

28 | P a g e

Appendix D: Stakeholder Hui Minutes – Tāmaki-makau-rau

Te Reo Māori Qualification ReviewStakeholder Hui

Hui Notes

Venue:Te Wānanga O Aotearoa Manukau Campus Auckland

Date: 30 September 2013

WHAT FUTURES SHOULD TE REO MĀORI QUALIFICATIONS OFFER THE LEARNER, PROVIDER, NZ SOCIETY (whānau, hapū, iwi, hapori) AND GLOBAL ENGAGEMENT?

consistency of outcomes/ consistency of graduate achievement not restrictive or prescriptive – allow creativity and innovation holistic approach, must consider te reo at all levels –

Kohanga Reo ...aha atu... Levels 1-6 ...aha atu... Panekiretanganeed to ensure we can place learners on a pathway to the higher levels (graduates at Level 6 must be on par to move to Level 7)

culture, identity and language career pathways diverse possibilities extensions of what you already have unique point of difference, the ‘edge’, competitive advantage options for people on benefits etc the role of hangarau (now and in the future) – e-learning/ media

29 | P a g e

HOW SHOULD THE SUITE OF QUALIFICATIONS BE SHAPED?

graduate profile for someone who does a te reo qual? what do these look like at each level? what will they have? badging/ learning outcomes te reo Māori qualifications career pathways = what are the possibilities for someone with a reo Māori qual? blended quals rumaki/ reo rua (immersion/ acquisition) – consider Te Reo Māori and Te Reo Rangatira subfields is the difference in the delivery and/or content? lower level double-up pea? eg. two quals at the same level? L1-L3 – less written, more oral L4-L6 – all four language skills (listening, reading, writing, speaking) remember the visual language skills (presentinge, viewing)

TE REO MĀORI IN OTHER QUALS?

component within other subject areas ie Performing Arts/ Whakairo etc (blended quals) business practitioner fluent in te reo Māori

OTHER?

consistency framework – how do we ensure consistency? tikanga and te reo Māori rumaki (immersion) vs reo rua (acquisition) – relevant to Te Reo Rangatira and Te Reo Māori subfields

on the Directory of Assessment Standards (DAS) argument meet with other Māori subject areas (Hauora, Governance etc) and Youth Guarantee – how should te

reo be included? NCEA – connection? alignment? hangarau – what’s available now (and soon) and how will that change learning, teaching and

assessment? have we considered the needs of te hunga hauā?

30 | P a g e

TE REO MĀORI and NGĀ TIKANGA MĀORI

should they be together in a qualification – developed together? how do we separate them? or is it at the programme level that they are separate? there are qualifications in English (language), in French, in Spanish, in Japanese etc – why would we

not have a qualification/qualifications specifically for te reo Māori?

o it’s an official language of NZo it’s an integral part of what makes us uniqueo with all the struggles for the recognition of te reo Māori, why stop now?

difficult to teach/learn one without the other –

o how do you teach reo, without teaching tikanga?o how do you teach tikanga, without teaching reo?

IS ONE TOHU REO MĀORI AT EACH LEVEL ENOUGH?

no – [why not?] – based on need and fitness for purpose might be better to have more than one (per level) at the lower levels, but not at the higher levels at higher levels (Levels 5 and 6) you wouldn’t expect reo Māori quals to be in reo rua, but rumaki different delivery dictates different strengths in the graduate

o a graduate in rumaki would likely have better reo whakaputa than one from a reo rua

ARE THERE PARTICULAR REO SKILLS YOU WOULD LIKE TO SEE TAUGHT AT EACH LEVEL?

more oral less written at lower levels (Levels 1-3) all four language skills (reading, writing, listening, speaking at Levels 4-6) remember too the visual language skills (presenting and viewing)

HOW WILL THE MEMBERS OF THE WORKING GROUP BE CHOSEN?

something the Governance Group will discuss and make a decision on, but the feeling from the GG members at the hui is that there will be a process for those “e kaingākaunui ana ki tēnei mahi” to put themselves forward

also, there is potential for more than one working group to be assembled depending on the landscape for the new quals to be developed

31 | P a g e